Culture

A taste for the best books, as a taste for whatever is best, is acquired; and it can be acquired only by long study and practice. It is a result of free and disinterested self-activity, of efforts to attain what rarely brings other reward than the consciousness of having loved and striven for the best.

Culture (from the Latin cultura stemming from colere, meaning "to cultivate") is a term commonly used to indicate the set of shared attitudes, values, goals, and practices that characterizes an institution, organization or group, an integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for symbolic thought and social learning, or an excellence of aesthetic taste in the arts and humanities, (also known as high culture).

In 16th-century Italy there lived Lodovico Gonzaga, a 16-year old seminarist who was very fond of playing ball. Once a certain priest passing by wondered if for a future priest the youth was too keen on his pursuit and asked him: "What would you do if you learned that in half an hour the end of the world was coming?" To which Lodovico replied: "I'd play on." According to the Russian thinker Georgy Fedotov, the importance of culture lies in precisely that: we go on playing ball on the verge of Doomsday....

Culture would seem … first and foremost, to be the knowledge of what makes man something other than an accident of the universe be it by deepening his harmony with the world, or by the lucid consciousness of his revolt from it. … Culture is the sum of all the forms of art, of love and of thought, which, in the course of centuries, have enabled man to be less enslaved.

André Malraux, quoted in Malraux : An essay in Political Criticism‎ (1967) by David O. Wilkinson, p. 153

It... [is] a brute fact that our world is organized in large measure around groups with pervasive cultures.... membership of such groups... greatly affects one's opportunities.... If the culture is decaying, or if it is persecuted or discriminated against, the options and opportunities open to its members will shrink

Joseph Raz, Ethics in the Public Domain: Essays in the Morality of Law and Politics (1994), Clarendon Press.

The multitude are matter-of-fact. They live in commonplace concerns and interests. Their problems are, how to get more plentiful and better food and drink, more comfortable and beautiful clothing, more commodious dwellings, for themselves and their children. When they seek relaxation from their labors for material things, they gossip of the daily happenings, or they play games or dance or go to the theatre or club, or they travel or they read story books, or accounts in the newspapers of elections, murders, peculations, marriages, divorces, failures and successes in business; or they simply sit in a kind of lethargy. They fall asleep and awake to tread again the beaten path. While such is their life, it is not possible that they should take interest or find pleasure in religion, poetry, philosophy, or art. To ask them to read books whose life-breath is pure thought and beauty is as though one asked them to read things written in a language they do not understand and have no desire to learn. A taste for the best books, as a taste for whatever is best, is acquired; and it can be acquired only by long study and practice. It is a result of free and disinterested self-activity, of efforts to attain what rarely brings other reward than the consciousness of having loved and striven for the best. But the many have little appreciation of what does not flatter or soothe the senses. Their world, like the world of children and animals, is good enough for them; meat and drink, dance and song, are worth more, in their eyes, than all the thoughts of all the literatures. A love tale is better than a great poem, and the story of a bandit makes Plutarch seem tiresome. This is what they think and feel, and what, so long as they remain what they are, they will continue to think and feel. We do not urge a child to read Plato—why should we find fault with the many for not loving the best books?

I didn't learn until I was in college about all the other cultures, and I should have learned that in the first grade. A first grader should understand that his or her culture isn't a rational invention; that there are thousands of other cultures and they all work pretty well; that all cultures function on faith rather than truth; that there are lots of alternatives to our own society. Cultural relativity is defensible and attractive. It's also a source of hope. It means we don't have to continue this way if we don't like it.